The primary intent of this thesis is to demonstrate how the schoolyard, through physical
diversification focusing on a three-fold paradigmatic framework, can become a significant
educational environment able to support the physical, cognitive and developmental skills in
children. Research is used as a tool to inform and support the designs. Discussed in the first
two sections are the history and evolution of school grounds, play and the environment, the
effects of place-identity on self-identity, as well as the power of place in pedagogy. The design
framework is supported by precedent studies, intending to reflect the design principles,
programs, ideas and values of the ecological, curriculum-based and narrative landscape design
layers. The final master plan design is an amalgamation of these three layers, representing an
educational setting that will foster a dynamic interchange between children and their milieu. / Applied Science, Faculty of / Architecture and Landscape Architecture (SALA), School of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/11949 |
| Date | 11 1900 |
| Creators | Ujimoto, Lisa |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 3032623 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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